Margaret Hagood and Bonnie Nishihara began with a common inquiry question. Since Margaret serves preservice and inservice teachers in a teacher education environment and Bonnie supports teachers in a K-8 school environment, each developed individual projects that explore the inquiry question.
How might teachers (preservice and inservice) collect, curate, and annotate resources in an collaborative online environment to demonstrate their own learning and to enhance student learning as consumers and producers of information?
Tuesday Benchmarks
Do have you an inquiry partner?
Bonnie Nishihara & Margaret Hagood
Have you and your partner agreed on a compelling question for your Project Based Inquiry (PBI) process?
Yes. How might teachers (preservice and inservice) collect, curate, and annotate resources in a collaborative online environment to demonstrate their own learning and to enhance student learning as consumers and producers of information?
Have you targeted several new tools to incorporate into your PBI (project based inquiry)?
Evernote Springpad Gooru Google Docs Screencast-o-matic
Have you considered each of the elements of the Digital Literacy Curriculum Framework as part of your instructional plan?
Yes. See Flower Model
Wednesday Benchmarks
Pre-Production Plan (Media audience components)
This production plan is designed to help the reader/viewer visualize your project before you create it. Use the questions below to help you plan in ways that align aspects of critical thinking with broad categories of inquiry focusing on authors, audiences, messages, language, values, and representation.
Who are the members of your authorship team?
Margaret Hagood and Bonnie Nishihara
What is your purpose? (e.g., informative, entertaining, persuasive) (Purpose for producing screencast)
Instructional
Who is your specific target audience? (e.g., teenagers, adults, certain occupation)
Margaret: Preservice and inservice teachers
Bonnie: K-8 teachers
What genre or form of message do you wish to share with others? (e.g. blog, tweet, novel, webpage)
Instructional video (screencast)
What is the key content of your message?
Overview of importance of annotation with reflection Model curation process Steps that demonstrate how to use the online tool for collection, organization and annotation
What values will be communicated through image, language, and sound?
Breaking down the process of research and organization, through online curation and synthesis of information via annotions Making the critical thinking component of online research explicit Prompting the audience to action through a defined process Process is as important as product Intellectual growth is gained through reflection Many ways to organize content online. This is one way that will be described and modeled so as to make connections between texts and to demonstrate your learning explicitly
What creative techniques will you use to attract and hold audience attention?
Show combination of “talking head” narration with screencast Use of mark-up tools (such as arrows and spotlight) to call audience attention to specific components Potentially 2 or 3 short screencasts to break up the learning. Give tasks to complete between short video presentations.
Flower Models
Bonnie's Flower Model that outlines the purpose, content, pedagogy and assessment for STUDENTS engaging in portfolio activities. Bonnie's Flower Model that outlines the purpose, content, pedagogy and assessment for TEACHERS implementing student portfolios.
I created a set of instructional materials for teachers to use to learn more about implementing eportfolios with their students using Evernote on iPads. The Gooru collection will ultimately include:
Why portfolios? (screencast)
What might portfolios bring to your classroom? (Google form feedback)
Why Evernote? (screencast) [EDIT. LESS ABOUT ACCOUNTS, SHOW EXAMPLE OF STUDENT PORTFOLIO)
How to sign up for an Evernote account (screencast)
Setting up student portfolios (screencast)
Adding text-based assignments to student portfolios (screencast)
Adding images to student portfolios (screencast)
Adding video to student portfolios (screencast)
Tagging (screencast)
Capturing reflection (screencast)
Margaret's Flower Model that outlines the purpose, standards, content, pedagogy and assessment for preservice teachers' creation of multiliteracies text set. engaging in portfolio activities
Phase 1: Ask a compelling question.
Example of using resources to gather sources for text set (Question: What makes a good friendship? posed on Facebook)
Phase 2: Screencast (terrible example...place holder for now!) to flip classroom and have students learn about Springpad and how to use it as online resource for organizing, curating, and annotating references
Phase 3: Analysis of Wonderopolis website screencast (will be accompanied by student's analysis of site using a graphic organizer)
Phase 4: Students' composition and production of website to highlight their question and their multiliteracies text set (example to come...stay tuned!)
Inquiry Question
Margaret Hagood and Bonnie Nishihara began with a common inquiry question. Since Margaret serves preservice and inservice teachers in a teacher education environment and Bonnie supports teachers in a K-8 school environment, each developed individual projects that explore the inquiry question.How might teachers (preservice and inservice) collect, curate, and annotate resources in an collaborative online environment to demonstrate their own learning and to enhance student learning as consumers and producers of information?
Tuesday Benchmarks
Bonnie Nishihara & Margaret Hagood
Yes. How might teachers (preservice and inservice) collect, curate, and annotate resources in a collaborative online environment to demonstrate their own learning and to enhance student learning as consumers and producers of information?
Evernote
Springpad
Gooru
Google Docs
Screencast-o-matic
Yes. See Flower Model
Wednesday Benchmarks
Pre-Production Plan (Media audience components)
This production plan is designed to help the reader/viewer visualize your project before you create it. Use the questions below to help you plan in ways that align aspects of critical thinking with broad categories of inquiry focusing on authors, audiences, messages, language, values, and representation.Who are the members of your authorship team?
Margaret Hagood and Bonnie Nishihara
What is your purpose? (e.g., informative, entertaining, persuasive) (Purpose for producing screencast)
Instructional
Who is your specific target audience? (e.g., teenagers, adults, certain occupation)
Preservice and inservice teachers
K-8 teachers
What genre or form of message do you wish to share with others? (e.g. blog, tweet, novel, webpage)
Instructional video (screencast)
What is the key content of your message?
Overview of importance of annotation with reflection
Model curation process
Steps that demonstrate how to use the online tool for collection, organization and annotation
What values will be communicated through image, language, and sound?
Breaking down the process of research and organization, through online curation and synthesis of information via annotions
Making the critical thinking component of online research explicit
Prompting the audience to action through a defined process
Process is as important as product
Intellectual growth is gained through reflection
Many ways to organize content online. This is one way that will be described and modeled so as to make connections between texts and to demonstrate your learning explicitly
What creative techniques will you use to attract and hold audience attention?
Show combination of “talking head” narration with screencast
Use of mark-up tools (such as arrows and spotlight) to call audience attention to specific components
Potentially 2 or 3 short screencasts to break up the learning.
Give tasks to complete between short video presentations.
Flower Models
Bonnie's Flower Model that outlines the purpose, content, pedagogy and assessment for STUDENTS engaging in portfolio activities.
Bonnie's Flower Model that outlines the purpose, content, pedagogy and assessment for TEACHERS implementing student portfolios.
Bonnie's Gooru Collection
http://bit.ly/1aw5Dud
I created a set of instructional materials for teachers to use to learn more about implementing eportfolios with their students using Evernote on iPads. The Gooru collection will ultimately include:Margaret's Flower Model that outlines the purpose, standards, content, pedagogy and assessment for preservice teachers' creation of multiliteracies text set. engaging in portfolio activities
Phase 1: Ask a compelling question.
Example of using resources to gather sources for text set (Question: What makes a good friendship? posed on Facebook)
Phase 2: Screencast (terrible example...place holder for now!) to flip classroom and have students learn about Springpad and how to use it as online resource for organizing, curating, and annotating references
Phase 3: Analysis of Wonderopolis website screencast (will be accompanied by student's analysis of site using a graphic organizer)
Phase 4: Students' composition and production of website to highlight their question and their multiliteracies text set (example to come...stay tuned!)